A Arte Contemporânea em diálogo com a Educação Infantil: a biografia educativa de uma professora

Abstract

This dissertation aims to investigate the elements that contributed to the teacher training trajectory and to work with contemporary art with very young children in public schools through an (auto)biographical narrative, an Educational Biography, as a teacher of Early Childhood Education. The narrative body of this research was based on the theoretical contributions of (auto)biographical research, with the concepts of narrative and life history evidenced by Josso (2004), Pineau and Le Grand (2012), Ferrarotti (2014), Delory-Momberger (2008) and Nóvoa and Finger (2014). In addition, we used concepts about Contemporary Art in Early Childhood Education discussed by Carvalho (2021), Cunha (2021), Barbieri (2012), Loponte (2008), Ostetto (2011), among others, and the reflections outlined by Abad Molina (2008) about game installations inspired by visual artists. Methodologically, this research befits the field of Qualitative Research in Education, grounded on the (auto)biographical approach, through the production of an autobiographical narrative, composing the Educational Biography (DELORY-MOMBERGER, 2008) of an Early Childhood Education teacher. In this inventory, the analysis focused on the teacher’s Educational Biography, highlighting the formative experiences that led to the work with contemporary art, and the reflections on these pedagogical practices in the daily life with children in Early Childhood Education, as well as the aspects of contribution to her training as a teacher in this area and to teaching in Early Childhood Education permeated by contemporary art.